2020 Special Education Research, Policy, & Practice

Behavior Management in the Early Childhood Classroom: Preschool Teachers’ Self-Reported Usage Prevention and Intervention Strategies Marla J. Lohmann, PhD Colorado Christian University Abstract Behavior challenges, including aggression, are prevalent in today’s classrooms and have a direct impact on children’s learning and development. Many behavior challenges begin in early childhood years, but the use of evidence-based prevention and intervention strategies can reduce the long-term implications of early childhood aggression. While the research tells us that prevention and intervention strategies successfully reduce challenging behaviors, there is little indication of the frequency with which preschool teachers are utilizing these strategies. In order to better understand the implementation of these practices, a survey of teachers’ self-reported usage was conducted. The results of that exploration, as well as further directions in teacher training and research, are described in this article. Behavior Management in the Early Childhood Classroom: Preschool Teachers’ Self-Reported Usage Prevention and Intervention Strategies In today’s classroom, behavior problems, including aggression, are prevalent and serve as a barrier to learning for many students. According to the Centers for Disease Control (2018), six percent of children skip at least one day of school each year as a result of feeling unsafe due to violence in the school setting. Being absent from school leads to lower academic achievement (Gottfried & Kirksey, 2017) and a reduced likelihood of high school graduation (Smerillo et al., 2018). It is clear that aggression in schools must be addressed and research indicates that challenging behaviors beginning in preschool often continue throughout the school years (Carbonneau et al., 2016; Huesmann et al., 2009). Over fifty percent of young children exhibiting aggression will later be diagnosed with a behavior disorder (Kendziora, 2004). However, the use of evidence-based prevention and intervention strategies in the early childhood years can reduce the likelihood of later aggression (Brotman et al., 2008; Fung, 2018). The literature presents a variety of strategies for the prevention and intervention of challenging behaviors in the preschool classroom, including (a) collaborating with families (Booster et al., 2016; Dunlap et al. 2006; Fox et al., 2003; Powell et al., 2006), (b) explicitly teaching classroom routines and expectations (Carter & Ellis, 2016; Hester et al., 2009; Stormont et al., 2008), (c) rewarding positive behaviors and using praise statements (Bellone et al., 2014; Fox et al., 2003; Fox & Little, 2001; Fullerton et al., 2009; Tiano et al., 2005), (d) making adaptations to the classroom environment (Heo et al., 2014; Isbell & Exelby, 2001; Sharma et al., 2008), (e) using pre-correction statements (Blair et al., 2000; Haydon & Kroeger, 2016; Stormont et al., 2007), (f) redirecting (Evertson et al., 2000; Fox & Little, 2001), (g) teaching replacement behaviors and new skills (Dunlap et al., 2006; Fox et al., 2003; LeGray et al., 2013), (h) teaching social and emotional strategies (Fox et al., 2003; Heo et al., 2014; Malinauskaite, 2010; Pahl & Barrett, 2007), and (i) using functional behavioral assessments (Dunlap et al., 2006; Fox et al., 2003; Heo et al., 2014; Scott et al., 2007). Although the literature documents the effectiveness of prevention 143